Suitable for level K1/K2, P1-6, Sec 1-5
(Discussion topics /Activities may vary for different levels)
What is Self-Awareness?
The first main skill associated with Social Emotional Learning is self-awareness; it is the ability to accurately recognize one’s own emotions, thoughts, and values, and how they influence behaviour. It is the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.” In short, self-awareness is the ability to understand one’s self.
In order to be self-aware, one must be able to do the following:
- Identify emotions – It is important that students be able to recognize and identify emotions. In order to be aware of their own emotions and participate in activities that address those emotions, they must first be able to label them.
- Have an accurate self-perception – Because self-awareness is based on an awareness of the “self,” it is necessary for one’s perception of self to match reality. In order to have accurate self-awareness, it is important for students to be reflective and open to feedback in order to develop a true sense of self. A realistic understanding of themselves will allow students to better manage their behaviour.
- Recognize strengths – We each have unique strengths, and it is vital that we each recognize and build on them. An important piece of social emotional health is a focus on positive attributes.
- Possess self-confidence – When students are able to recognize their strengths, their self-confidence grows. Again, self-confidence is an integral piece of a healthy social emotional state.
Demonstrate self-efficacy – Self-efficacy is an individual’s belief in their ability to achieve a goal. Recent research suggests that by believing you are capable of something, you help yourself on the path to achieving it.
A. The Purpose of the (PAWER LEARNING) Character Education Program
This series of Character Education program involves facilitating and teaching the personal values system that gives students the structure and purpose by helping him/her determine what is meaningful and important, help children to be aware and become connected with their values, learn to make choices on solid reasoning and responsible decision-making, rather than out of impulse or instant gratification
Benefits of PAWER LEARNING program:
• Increase the confidence of the participants and help them in developing a more positive personality.
• Help them develop a more positive attitude; develop strong character strengths like diligence, self-control, grit, resilience and a sense of responsibility.
• Help children to understand that these character strengths are entirely malleable (very much changeable) and in fact, they are skills that children can learn; they are skills they can practice, and they are skills they can be taught.
• Develop the attitudinal skills, inculcate values, habits, competencies and skills; developing focus and drive that will make students want to do well in their academic subjects.
• Help students understand themselves and live up to their full potential
• Greater inner power and strength
• Success achieved faster and more easily
• More happiness
• More energy
• The goal of the program is to inculcate values, habits, competences and skills in our students; develop the pre-requisites of success (skills-sets that are MUST-HAVE to succeed in academic and life)
B. This lesson plan on ‘Self-awareness’ will help students:
1. To know that living as a self aware individual allows a person to live in the present, knowing who you are and what you want.
2. To find it easier to let go of toxic people as you know what you deserve.
3. to learn that Self-Aware students welcome mistakes as stepping stones to success. They are not deterred by failure as they know what they are capable of.
4. To learn that Gratitude goes hand-in-hand with awareness. You are grateful and thankful for who you are.
5. To understand own boundaries and limitations. Therefore, you are comfortable saying no.
6. To know that Self-awareness boosts your confidence.
7. To learn that Productivity is another benefit of self-awareness. Being able to control your emotions means you replace reactivity with proactively.
C. DISCUSSION STARTERS:
• What does it mean to be self-aware
• How do i like to learn (know the different preferred learning style; auditory, visual or kinesthetic)
• What am i really good at?
• What steps help me to reach my goals?
D. Teaching Method and Delivery Methodology
The programme adopted largely the use of educational drama (story-telling and fun play) – using drama and storytelling for learning, challenging and thinking about life – about enabling students to understand different viewpoints or perspectives by exploring issues, questions or ideas through dramatic forms or devices. The idea was premised on the belief that education was to be by practice, by doing, rather than by instruction.
Drama and Storytelling assist the learning process by enabling students to engage actively with their subject matter. Story-telling instils good listening habits and develops concentration and a longer attraction span. Story-telling ignites the imagination. The excitement of story-telling can instil in children a sense of wonder about life and learning. It’s easy to make the connections. Kids are much more motivated to learn when they think of it as fun and exciting.
Children taking part in the storytelling and drama will be applying their existing knowledge to the situation (checking on their existing understanding of what they know about values), acquiring new knowledge and theories from the action of others, and developing new thoughts and responses in ways which would never arise from listening to an account. There is much evidence to support the hypothesis that all these things will also be retained more efficiently in the long-term memory because of the interactive nature of the learning process.
The following are some of our approach used:
• Attitudinal development – Besides games and fun-filled activities, we will adopt the “shaping” strategies to encourage effort and participation. Example of a token economies strategy: “stars” will be awarded for good effort or good work performance; the “stars” will be accumulated for exchange of presents.
• Learning is fun – Games, quiz and interesting fun-filled activities will be used to reinforce learning objectives.
• Teacher as facilitator – the important role of the facilitator are; as mediator, mentor and success partner – get learners to be interested in the subject and develop the desire, habits, confidence and attitudes; and as an elaborator – elaborates on the principles and concepts taught.
• Worksheets and teaching materials – are used to support classroom’s interaction and the facilitator’s role in the classroom.
The subject-matter and form of the programme centre on the child’s needs, abilities and potential, and are carefully geared on the children’s intellectual level and experience.
• Use of play
The programme uses the child’s natural enjoyment of joy, that will bring refreshment, vitality and are useful in improving students’ ability to communicate through speech and writing and in nonverbal ways as well. They are the energy sources, helping students develop skills in concentration, problem solving and group interaction
E. APPLYING WHAT HAVE BEEN LEARNED
With the help of their teachers, Students understand what are their own Character Strengths and Weaknesses. Students will also discuss about their friends’ Character Strengths and are able to articulate the character strengths and discuss situations when they show examples of when they exhibit these character strengths.
– Help students to communicate clearly how they can develop ‘Self-aware’ as an important character strengths. Students should be able to draw inferences from the lessons learnt from the storytelling and games they play in class. For younger students (preschoolers and lower primary), Students learn to comment on ‘Picture Words’ they colored (eg I KNOW MY STRENGTHS) and articulate on what they know and how they want to practice this character value in school as well as at home. Parents at home will help to capture moments when they exhibit such character strengths. Students will also try to capture moments when their friends in class are exhibiting such character strengths.